Online Resources
Academic Support: Science Literacy
Data Use and Data Based Decision Making
Overview of Problem Solving/Response to Intervention
Professional Development on Problem Solving/Response to Intervention
| Academic Support: Science Literacy (return to top) |
Florida Developing Science Literacy Through Vocabulary — Grades 4-8 |
| Curriculum-Based Measurement (return to top) |
| Curriculum-Based Measurement Warehouse Curriculum-Based Measurement (CBM) Warehouse is a service of Intervention Central. CBM Warehouse offers resources for professional development, such as training manuals and handouts. The site includes CBM probes, recording forms, and selected interventions. A section is devoted to computer applications and printable graphs for charting CBM data. Links to other CBM sites are also included. |
| What Is Curriculum-Based Measurement And What Does It Mean to My Child? This article, by Kathleen McLane, appears on the family resources link of the National Center on Student Progress Monitoring website. The author gives parents a basic overview of curriculum based-measurement and its benefits. A link to an additional article is provided for parents seeking more detailed information about CBM. |
| Data Management (return to top) |
| Progress Monitoring and Reporting Network This page appears on the Florida Center for Reading Research website. The Progress Monitoring and Reporting Network (PMRN) is a web-based data management system for recording and reporting student assessment data. The PMRN stores, organizes, and generates descriptive reports based on DIBELS data that can be used to plan reading instruction and to evaluate progress. |
| School-Wide Information System This is the official School-Wide Information System (SWIS) homepage. SWIS is a web-based software system designed to manage office discipline referral information. The system is intended to enable users to collect, analyze, and report behavioral data. The site provides information about SWIS and allows visitors to preview an account. |
| Data Use and Data Based Decision Making (return to top) |
| Determining Instructional Level and Conducting Ongoing Progress Monitoring (PDF Download) This document is the Florida Center for Reading Research’s ongoing progress monitoring guide. FCRR provides guidance for determining instructional reading levels and monitoring progress using DIBELS data. The guide includes Steps and Decision Rules flowcharts for grades 1 – 3. |
| Establishing a Data-based Decision-making System (PowerPoint Show Download) This online training module is provided on Florida’s Positive Behavior Support (PBS) Project’s website. It is one of 13 modules designed to be completed by a school’s PBS team. Content includes a rationale for and benefits of data-based decision-making systems as well as information about the type of data to collect and when to enter and analyze it. |
| Response to Intervention/Data Based Problem Solving This is a video/audio presentation by Edward Daly and Todd Glover of the University of Nebraska-Lincoln. The authors provide a rationale and brief overview of RtI as well as considerations for implementation. Daly and Glover include graphs to illustrate the practical use of data in each step of the problem solving process. To view the presentation slide by slide, click here. |
| Using Assessment to Inform Instruction This page appears on the Florida Center for Reading Research’s website. FCRR provides links to presentations and documents that focus on using data to guide instruction. Topics include developing school-based reading assessment plans and using Progress Monitoring Reporting Network reports. |
| Using Student Outcome Data to Help Guide Professional Development and Teacher Support: Issues for Reading First and K-12 Reading Plans (PDF Download) In this brief, authors Joseph Torgesen, Jane Granger Meadows, and Patricia Howard discuss how objective student performance data can guide, focus, and set priorities for the professional development of teachers. The authors list key issues to using data for these purposes and discuss DIBELS specifically. They provide strategies to be used concurrently with professional development in order to improve reading outcomes. |
| Interventions (return to top) |
| Florida Center for Reading Research The Florida Center for Reading Research (FCRR) was established to conduct research on literacy development and reading instruction and assessment. Resources provided on the website are research based and range in target age from PreK through 12th Grade. While the site does not specifically address RtI as a conceptual model, it does provide an array of evidence-based interventions that can be used in a data based, decision-making model such as RtI. Information regarding core and supplemental reading instruction strategies and progress monitoring tools is also included. |
| International Reading Association This site offers a plethora of articles that have been collected by the International Reading Association (IRA). Most of the resources listed on this site are published in professional, refereed journals and are available at no charge. While the focus of the site is primarily on research in the field of reading and emergent literacy, there are some references included that address RtI and problem solving in more general terms. |
| Positive Behavioral Interventions and Supports The OSEP Technical Assistance Center for Positive Behavioral Interventions and Supports was established by the Office of Special Education Programs, US Department of Education, to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The site provides examples of positive behavior supports (PBS) across a tiered model with authentic data from schools and districts that have implemented PBS. Information for families is also provided. |
| RtI Wire This site offers a range of resources including commercially and non-commercially published articles. There are five sections listed, each containing a variety of links and sites for the reader to review, including: 1. RtI: Understanding the Model 2. RtI and Problem-Solving Teams 3. Selecting the Right Intervention 4. Monitoring Student Progress 5. Graphing Data for Visual Analysis |
| Overview of Problem Solving/Response to Intervention (return to top) |
| Colorado Department of Education's Response to Intevention Resources on this website include: 1. Indicators of School Readiness for RtI: A Self –Assessment Tool (Intended to assist schools/districts in determining appropriate next steps toward RtI implementation) 2. RtI Configuration Map (Designed to help schools assess their level of involvement re: data-driven decision making, collaboration, problem-solving teams, research-based practice, etc.) 3. Problem-Solving Model Self-Study (Developed by Mark Shinn, assesses skills and need areas as related to using problem solving with school-based teams) |
| Illinois School Psychologists Association — RtI Resources This website houses all of the resources from the former Flexible Service Delivery System (FSDS) site, including PowerPoint presentation files, key readings/research, forms, documents, grants, calendar events, more links, etc., all related to RtI, Flex, Problem Solving, and 3-Tiered intervention models. |
IDEA Partnership's Collaborative Work on Response to Intervention |
| National Association of State Directors of Special Education, Inc. Included on this site is the NASDSE and CASE “White Paper” on RtI, which provides an overview for general education and special education with emphasis on core principles and components. Also available is a presentation, based on NASDSE’s Response to Intervention: Policy Considerations and Implementation. The third component of this site is a paper entitled Myths about RtI Implementation which provides information about the purposes and intents behind the RtI model and how special education eligibility fits into this process. |
| Northwest Regional Comprehensive Center This site is a compilation of resources related to RtI. Included in the Catch Them Early link are two symposium presentations. The link to the National Association of School Psychologists website includes a section of RtI resource articles. A free, online, interactive training, suitable as a general overview for RtI professional development, is available on the IRIS Center link (Star Legacy Module). A link to NASDSE’s Response to Intervention: Policy Considerations and Implementation is available on this site, as well as links to a series of RtI webcasts developed by California Department of Education. |
| Oregon Department of Education The Oregon Department of Education has developed a project to provide training, technical assistance, and guidance to school districts who want to begin implementing RtI. There are many links on this site, referencing papers and presentations, but the Resources for Schools link is very helpful in expanding general knowledge and understanding of RtI. There is also a Readiness Checklist, designed to help districts assess readiness in the areas of leadership, teaming, curriculum, and screening. |
| Project MP3: Lehigh University Project MP3 is a collaborative model/demonstration project with Lehigh University, University of Pittsburgh, the Pennsylvania Training and Technical Assistance Network funded by the U.S. Department of Education, Office of Special Education Programs. This website includes a list of RtI resources and a link to NRCLD’s Parent Advocacy Brief: A Parent’s Guide to Response to Intervention.This site includes a list of RtI resources and a link to NRCLD’s Parent Advocacy Brief: A Parent’s Guide to Response to Intervention. |
| Public Schools of North Carolina Provided is an in-depth paper describing a problem-solving model. This model includes tiers of problem solving, where team member involvement and level of intervention increase as intensity of problem increases. A four-step problem-solving process, which can be applied at each tier is also included. The model is an adaptation of that used by Heartland AEA Iowa. The site also includes a guide for parents and teachers, graphics, a comprehensive presentation on problem-solving, and a host of forms available on-line. |
| RTI Action Network is a national initiative dedicated to the responsible and effective implementation of Response to Intervention (RTI). This Web site provides the information and tools educators and families need to help each child succeed. Funded by the Cisco Foundation, led by the National Center for Learning Disabilities, and supported by some of the nation’s top experts in RTI, this initiative seeks to guide frontline educators and families in the large-scale adoption of RTI. |
| Washington State Special Education This site allows readers to access Washington’s state-wide manual for implementing Response to Intervention. The manual is lengthy but is easy to follow and incorporates a variety of information. Included are principles and components of RtI, guidelines for decision-making within an RtI system, recommended procedures for determining LD eligibility, and resources for districts to use in developing their own RtI process. The manual includes intervention resources for reading, math, writing, and behavior, along with universal screening and progress monitoring tools. The appendix of the manual includes a process for using problem-solving to address writing problems. RtI presentations are also available on this site. |
| Professional Development on Problem Solving/Response to Intervention (return to top) |
| IDEA Partnership's Collaborative Work on Response to Intervention The IDEA Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders. This comprehensive online collection of resources is designed to assist you in learning more about Response to Intervention and best practices for its implementation on all levels — federal, state, and local. Included are introductory and advanced resources. |
| IRIS Center: Vanderbilt University The IRIS Center provides free, online, interactive training enhancements to be used in both college and university courses and in professional development activities for practicing educators. A four-part training module on RtI is available under the Differentiated Instruction section of the online module listings. The training is a STAR Legacy module, which incorporates a combination of a challenge, interactive activities, and multiple opportunities for sharing, assessment, and revision. |
| NRCLD Responsiveness to Intervention Symposium This page appears on the National Research Center on Learning Disabilities (NRCLD) website. On December 4-5, 2003 the NRCLD sponsored a two-day symposium focusing on RtI issues. The page provides links to papers presented during the symposium, presentations, and video of the symposium sessions, when available. |
| Response-to-Intervention Consortium The Response-to-Intervention Consortium is supported by a grant from the Nebraska Department of Education to provide ongoing leadership and support for Educational Service Units and school districts in the implementation of RtI practices. The website offers links to six introductory training modules designed to provide a brief overview of RtI and its components. Links are also provided to Nebraska’s RtI Technical Assistance Guidelines as well as additional training modules offered through the University of South Florida. |
| Response to Intervention: Training for California Educators This website is a product of a collaborative project between the Special Education Division (SED) and Sacramento County Office of Education (SCOE) and is designed to provide web-based training programs for general and special education personnel. The site offers links to previously aired webcasts on RtI as well as supplemental materials and related links. |
Florida RtI Introductory Training Course |
| Wrightslaw: Response to Intervention This website contains links to articles and free publications about Response to Intervention. The page also includes a list of recommended websites. |
| Progress Monitoring (return to top) |
| Chart Dog 2.0 Chart Dog 2.0 is an interactive site that allows the user to load information into a graphing program to visually display progress monitoring data for a student or group of students. This web-based graphing tool can be used with behavior or academic data and may be helpful for an educator learning to display data in a graphic format. |
| Monitoring Student Progress: School Improvement in Maryland This website provides information for practitioners about developing a monitoring plan, evaluating the effectiveness of the plan, and using data to inform instruction. Developed in Maryland, this system references the specific learning standards and monitoring tools used in Maryland; however, the process can be applied to other statewide systems, and the site emphasizes the use of data to drive instruction. |
| National Center on Student Progress Monitoring This site includes a discussion board as a forum to address the use of CBM for progress monitoring, an evaluation rubric for various commercially designed monitoring tools, and a comprehensive resource library. |
| Research (return to top) |
National Center for Special Education Research (NCSER) |
| Tiered Systems of Service Delivery (return to top) |
| OSEP Toolkit This online document provides a conceptual overview of responsiveness to intervention (RtI)—including hypothetical examples of how RtI might operate within a school setting and for a particular student—and discusses RtI's role within the larger context of specific learning disabilities (SLD) determination. Included is information regarding the following core features of RtI: 1. High quality classroom instruction 2. Research-based instruction 3. Classroom performance 4. Universal screening 5. Continuous progress monitoring 6. Research-based interventions 7. Progress monitoring during interventions 8. Fidelity measures |
| Washington Public Schools (PDF Download) Using Response to Intervention for Washington’s Students, July 2006 is a publication of Special Education, Office of Superintendent of Public Instruction (OSPI), and was developed under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) federal grant and may be reprinted without prior permission. This document defines RtI, provides examples of RtI in practice, and guides the reader through a three-tiered process of problem solving and data based decision-making. Included is a section addressing the identification of students with specific learning disabilities (SLD) using an RtI methodology. A Frequently Asked Questions section and an extensive Resources section make the site helpful and easy to navigate. |